Learning theories for teachers / Morris L. Bigge. [print]

By: Material type: TextTextSeries: Harper's series on teachingPublication details: New York, New York : Harper and Row, (c)1964.Description: xiv, 366 pages : illustrations ; 21 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
Subject(s): LOC classification:
  • LB1050.B592.L437 1964
  • LB1050
Available additional physical forms:
  • COPYRIGHT NOT covered - Click this link to request copyright permission:
Contents:
What early theories of learning are reflected in current school practices? -- What are the two major families of contemporary learning theory? -- How do the two families of learning theory describe the learning process? -- How does Skinner's operant conditioning work? -- How does Spence's quantitative S-R theory treat learning? -- What is the cognitive-field theory of learning? -- How does cognitive-field psychology deal with learning and teaching? -- How does learning transfer to new situations? -- What principles of learning are commonly accepted by psychologists? -- How is learning related to teaching?
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Holdings
Item type Current library Collection Call number Status Date due Barcode
Withdrawn G. Allen Fleece Library WITHDRAWN Non-fiction LB1051.B45212 1964 (Browse shelf(Opens below)) 1 Not for loan 31923000035333

Why is classroom learning a problem? -- What early theories of learning are reflected in current school practices? -- What are the two major families of contemporary learning theory? -- How do the two families of learning theory describe the learning process? -- How does Skinner's operant conditioning work? -- How does Spence's quantitative S-R theory treat learning? -- What is the cognitive-field theory of learning? -- How does cognitive-field psychology deal with learning and teaching? -- How does learning transfer to new situations? -- What principles of learning are commonly accepted by psychologists? -- How is learning related to teaching?

COPYRIGHT NOT covered - Click this link to request copyright permission:

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